Youths with disabilities are faced with social exclusion risks and restricted possibilities when pursuing professional development (Winn & Hay 2009). Their situation on the employment market is a difficult one to begin with and is being further exacerbated by the Covid-19 pandemic, which has resulted in increased youth unemployment across Europe and impacts on the Austrian apprenticeship market (Public Employment Service 2020; Chamber of Labour of Vienna 2021). Due to increased health-related risk factors as well as a lack of therapy and support offers, the effects of the pandemic constitute an unwanted burden, above all for children and youths with disabilities and their parents (Bujard et al. 2021, 33).

This presentation focuses on the transition from inclusive vocational training to employment, taking into account the perspective of youths with disabilities. The presentation is based on five qualitative interviews (narrative interviews) which were conducted within the framework of the Austrian Science Fund project “Cooperation for Inclusion in Educational Transitions” (project leader: Helga Fasching, funded by the Austrian Science Fund, project number: P-29291-G29, duration: October 1, 2016 to September 30, 2021, project website: http://kooperation-fuer-inklusion.univie.ac.at/). For the interviews and data analysis, the project followed the constructivist grounded theory of Charmaz (2014) (initial coding, focused coding).

The presentation is a selection of empirical analysis results which show what the youths perceive as being particular burdens during this transition phase. In addition, their experiences of support are illustrated by following a solution-oriented approach. To conclude, we give a brief overview of institutional support measures in Austria which play a key role in the successful accomplishment of the transition from vocational training to employment.

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